“My Goal Is to Talk Like a Native”: Emergent Bilingual Students’ Use of Language Learning Strategies
DOI:
https://doi.org/10.17507/tpls.1401.01Keywords:
language learning strategies, bilingual education, content-based approaches to language learning, higher educationAbstract
This paper investigates emergent bilingual students’ (Finnish and Swedish) use of language learning strategies (LLS). The focus is on the frequency of LLS use, the difference between Swedish and Finnish speaking students’ use of LLS and the effect on use of LLS to improve the students’ weaker language. The data consisted of students’ self-reports concerning the use of LLS and their proficiency in their L2 on a seven-point Likert scale online survey. The survey also included an opportunity to comment on the answers. The data were gathered in 2019/2020. The instrument was influenced by the SILL (Strategy Inventory for Language Learning) (Oxford 1990) but adapted to the current research context on the basis of the researchers’ expertise and previous interviews with students. The measured and analysed LLS were metacognitive, social, cognitive and compensation strategies. The response rate was approximately 30% (N=184). The results indicated clear differences between Swedish-speaking and Finnish-speaking students regarding the use of different types of LLS. Finnish speaking students made significantly more use of metacognitive strategies while Swedish-speaking students made significantly more use of compensation strategies. Regarding the students’ use of social strategies, it was obvious that some Finnish-speaking students associate the use of Swedish in real-life communication situations with stress and anxiety. Moreover, the students’ use of LLS significantly predicts their progress in the weaker language. We suggest that the students should be offered language strategy instruction for them to understand and more effectively apply language learning strategies, to improve their weaker language at all levels.
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